Educational Psychology M.A.

The Counselor Education program is fully accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP) and the Minnesota Professional Educator Licensing and Standards Board (PELSB). The Counselor Education (CE) track subscribes to the scientist/practitioner model, which assumes that scholarly inquiry and counseling practice are interdependent and complementary. The track's primary mission is to prepare counselors to bring a well-trained professional's attitude and interest to bear on the application of counseling and educational knowledge. In addition to becoming skilled clinicians, students learn to be critical thinkers and advocates in the field of counseling. Emphasis areas: clinical mental health and school counseling.

The CE track requires completion of Key Performance Indicators, and a final examination.
Summer classes are a requirement of the program.

All coursework must be taken on the A-F grading basis with a minimum cumulative GPA of 3.0; no more than 2 courses graded below B-; and no more than 6 credits of incomplete grades.

As a student in psychological foundations of education, you will study the psychological processes critical to education. Research in our program focuses on cognitive and social-emotional development, including high-level cognition and factors shaping and enhancing learning throughout the lifespan. Our faculty and students do not just conduct laboratory experiments—we also put our research to work: in local schools on programs to improve students’ reading and science outcomes and with members of our diverse communities to help our neighbors succeed at school and work. Graduates of our MA program often continue their education in PhD programs across the globe (in educational psychology, learning and cognition, learning sciences, educational technology) or work outside of academia as researchers, analysts, data scientists, evaluators, and educators in school districts, informal learning spaces (e.g., museums), non-profits, and educational technology companies.

 The program has three overarching goals:

1. To generate and apply knowledge of learning, cognition, and psychological processes.

2. To employ rigorous and methodological procedures that broadly advance our understanding of educational psychology.

3. To make space for students interested in technology to explore how technology can support learning and cognition, enhance research, improve our understanding of how people learn, and advance the societal impacts of educational psychology.

The program requires a Plan B paper; and a final written or oral examination.

In QME, students explore methodologies of measurement and statistics to improve our understanding and use of these methods, as well as explore new approaches to address educational phenomena. Students interested in measurement will pursue coursework that includes psychometric theories and methods of developing, selecting, and using measures of knowledge, skills, abilities, and non-cognitive variables. This includes item writing, test design, equating, scaling, and standard setting, all techniques that support decision making and accountability. Students interested in statistics will pursue coursework that includes a wide range of statistical methods, as well as their underlying statistical theories, and develop an understanding of the relationship between research design and statistical analysis, acquiring skills in using a variety of statistical techniques appropriate for specific problems in education. QME students develop knowledge and skills that prepare them for a variety of positions, including test companies, colleges and universities, research and evaluation centers, public school systems, government agencies, and industry.

The QME track requires a Plan B paper; and a final written or oral examination.

School psychology does not offer the MA as a terminal degree; rather, the MA is required to pursue the specialist certificate (EdS) or PhD in educational psychology.

The final examination may be oral, written, or both.

The special education track aims to improve outcomes for individuals who require specialized support to experience success across their lifespan. We are committed to engaging in meaningful research bridging research and practice to improve the lives of children and families in diverse contexts, and to have a lasting impact on teacher education, leadership, and policy. Early involvement in research projects and the development of original research addressing the needs of individuals requiring specialized support is encouraged and may include focused attention to intervention science, implementation science, social and cognitive development, behavioral and psychological management, language and communication skills, and/or the design and use of technology to promote impact.

The special education track focuses on the attainment of core competencies required for special education professionals, as well as interdisciplinary skills and goals needed to address diverse challenges in diverse contexts. A complementary emphasis is placed on systematic understanding and problem solving in relation to social and cultural perceptions, care, education, intervention, and support of persons with disabilities.

The final examination may be oral, written, or both.